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Vocabulary in R94 and LK06 : has the vocabulary competence aim in LK06 led to increased focus on vocabulary in English textbooks? : are there changes as to vocabulary categories used in LK06 compared to R94

The aim of this thesis is to examine English R94 and LK06 textbooks in order to find out whether there are any changes as to the number of vocabulary tasks in the newer textbooks compared to the ones of R94, as a result of what I perceive as an increased focus on vocabulary in the LK06 syllabus. I intend to find out if and to what extent the LK06 competence aim referring to vocabulary in this syllabus has been implemented in the LK06 textbooks. I also intend to examine what type of vocabulary tasks there are in these books, to establish whether there are any changes in the LK06 textbooks compared to the R94 textbooks.

In order to investigate this I have examined two English syllabi: Curriculum for Upper Secondary Education – English – Common general subject for all areas of study (R94) and the English subject curriculum Vg1/Vg2 (LK06), two written examinations (one from each of the two syllabi), and eight textbooks; four R94 textbooks and four LK06 textbooks.

My findings reveal that the number of vocabulary tasks has not increased in the LK06 textbooks compared to R94, and that they have in fact decreased. As regards the types of vocabulary tasks, my main findings are that translation tasks have decreased by 14% and word meaning by 10% in the LK06 textbooks, and that there are only minor changes when it comes to the other four vocabulary categories.

In my discussion I try to explain my findings, based on theory on vocabulary learning and teaching.

In the conclusion I try to point to implications for further research, and to possible studies that I would have liked to undertake as a result of my findings, in order to try to increase my knowledge of how to teach and focus on vocabulary in the classroom. I also suggest some ideas on how this could be done.